經驗、自我與學習

Experience, Self and Learning

本文旨在闡述邁向廿一世紀經驗學習的意涵。首先，介紹JackMezirow的轉化學習理論，他主張學習是建構意義，轉化經驗和知識，以引導未來行動。其次，JurgenHabermas主張，經驗學習帶動自我與世界對話，它必須紮根於語言、社會、文化和歷史情境。再者，理性溝通情境，及延展的公共領域是深化經驗學習的資源和場域。相較之，女性主義學者Carl Gilligan強調認知(學習、批判和組織)和實踐(表達、從事、承諾和彈性)是被性別化，因此，自我是相對的；基於權力分散化，社會經驗和知識局部化、情境化，Nancy Fraser則以去中心化的自我取代相對自我。最後，為因應社會快速變化，建議活化溝通網絡，深化社會經驗反思，尊重多元文化，方能防衛生活世界，免於被國家和經濟體系操控。

This article provides a foundation for understanding the changing relationship between experience and self and how this affects learning as we move into 21st century. It begins by introducing Mezirow’s transformation theory that grounds its claims pertaining to learning in the changing potential of our interpretive frames of reference. Following Habermasian critical social theory tradition, knowledge and experience about self and world are socially and culturally contextual. Furthermore, critical reflection, rational discourse and praxis are identified as central to significant learning and participatory democracy. Feminists explicitly focus on the relationship between gender, experience and learning. For instance, Carl Giiligan and her associates explore how does a gendered dualism between reason and non-reason, care and just, abstract and situated knowledge influence in the moral development. Seeing power as local multiply network phenomenon, Nancy Fraser highlights a de-centered self. This article concludes by providing the vision based on critical multiculturalism for experience learning in an increasingly disenchanted world.